D.T309

Comparing Compositions with a Mock Twitter Conversation

Comparing Compositions with a Mock Twitter Conversation

Students will observe two compositions by a single choreographer and compare and contrast the use of space (shape and pathways), time (tempo and rhythm), and energy (force and movement qualities) to identify patterns in the artist’s application of these elements.

Students will use the information observed to infer the meaning of the choreography, discuss the effectiveness of choreographic choices, and develop a series of questions for the choreographer in a mock Twitter conversation, based on theme, choreographic tools, and performance theory.

This item has not yet been field-tested.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC–ANALYSIS AND INQUIRY

  • Dimension
  • Analyze

    How are the dances organized?

  • Interpret

    What is happening?

  • Evaluate

    What do I think about the work?

  • Inquire

    What do I want to ask?

  • 1
  • 2
  • 3
  • 4
  • Student uses general statements without supporting details and does not reference the elements of dance.

    N/A at this time.
  • Student includes some supporting detail in regard to some of the elements of dance.

    N/A at this time.
  • Student includes some specific details when discussing the use of the elements of dance.

    N/A at this time.
  • Student uses specific details when discussing the use of the elements of the dance and provides insight as to how the choreographer’s choices convey meaning.

    N/A at this time.
  • Student does not identify the concept of the work and makes only general statements about plot or the development of an idea.

    N/A at this time.
  • Student identifies the concept of the work and makes one or two specific statements about the plot or the development of an idea by referencing the relationship between the dancers and the audience.

    N/A at this time.
  • Student identifies the concept of the work and connects the actions of the work to the motivations of the piece.

    N/A at this time.
  • Student describes the concept and motivation of the work by connecting the piece to a larger context such as current events, when the piece was made, and the choreographer’s biography.

    N/A at this time.
  • Student struggles with evaluating the work beyond “I like” or “I dislike” statements.

    N/A at this time.
  • Student is able to support his or her opinions of the work with details of how the elements “worked” or “didn’t work.”

    N/A at this time.
  • Student evaluates the work by explaining why the elements of dance did or did not support the concept of the piece.

    N/A at this time.
  • Student provides solutions to how the elements of dance could be better used to support the concept of the piece.

    N/A at this time.
  • Student struggles to identify questions for the choreographer beyond general observations.

    N/A at this time.
  • Student is able to identify a couple of appropriate questions relating to the structures of the choreographer’s work.

    N/A at this time.
  • Student is able to produce multiple questions that specifically reference the use of elements of dance and the meaning of the work.

    N/A at this time.
  • Student produces a number of specific questions about the motivation and meaning of the work by including connections to larger ideas (choreographer’s biography, body of work, other subject areas, current events, etc.) with the support of detail regarding the elements of dance.

    N/A at this time.

TEACHER SCORING RUBRIC–QUESTIONS AND RESPONSES

  • Dimension
  • Developing questions regarding the elements of dance

  • Developing responses regarding the elements of dance

  • 1
  • 2
  • 3
  • 4
  • The student develops questions that do not relate to the elements of dance in a clear way or does not use all three elements.

    N/A at this time.
  • The student develops questions that address the elements of dance in a basic way such as mentioning space, time, or energy without specific application.

    N/A at this time.
  • The student develops questions that include detailed use of space, time, and energy such as pathways and levels, musicality, and movement qualities.

    N/A at this time.
  • The student develops detailed questions that include specific uses of the elements of dance, such as pathways and levels to convey meaning; time in relation to tempo, rhythm, and duration; and energy in relation to use of dynamics to create contrasts in movement.

    N/A at this time.
  • The student develops responses that do not relate to the elements of dance in a clear way or does not use all three elements.

    N/A at this time.
  • The student develops responses that address the elements of dance in a basic way, such as including the words space, time, or energy without specific application.

    N/A at this time.
  • The student develops responses that include detailed use of space, time, and energy such as pathways and levels, musicality, and movement qualities.

    N/A at this time.
  • The student develops detailed responses that include specific uses of the elements of dance, such as pathways and levels to convey meaning; time in relation to tempo, rhythm, and duration; and energy in relation to use of dynamics to create contrasts in movement.

    N/A at this time.
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